critical thinking democratic vistas: pedagogy greg hatzis & lois libby
TRANSCRIPT
Critical Thinking
Democratic Vistas: Pedagogy Greg Hatzis & Lois Libby
What is “Critical Thinking?”
The thoughts of others…
Critical thinking is purposeful and reflective judgment about what to believe or what to do in response to observations, experience, verbal or written expressions, or arguments. (Wikipedia)
Critical thinking - is exploring questions about and solutions for issues which are not clearly defined and for which there are no clear-cut answers. (American Accounting Association)
What is “Critical Thinking?”
The thoughts of others…
Critical thinking can be defined as a process of evaluating facts in their exact arrangement and proportion in order to understand the certainty of our opinions or interpretations. (Washington State’s English College Readiness Definitions)
Within the framework of skepticism, critical thinking is synonymous with informal logic. (Postmodern terms – www.thebookman-wordpress.com
What is “Critical Thinking?”
Take 5 minutes to reflect and write a definition that makes sense to you.
In groups of 3-4, compare definitions and list the most salient concepts.
Your thoughts….
Your thoughts….
What is “Critical Thinking” in a history classroom?
1. Includes the knowledge of facts, dates, names, places, events, and ideas.
2. It must also include a demonstration of a true understanding of what is being taught.
Source: National Center for History in the Schools
What is “Understanding?”
What does a student do who really “understands” something?
Understanding is more than “knowledge”
Understanding is Knowing why Using knowledge wisely Making sense of new facts USING KNOWLEDGE IN NEW WAYS
(Transfer of Knowledge)
Source: Understanding by Design – Wiggins/McTigue
Demonstrating critical thinking means going deeper, or…
Raising new questions Crafting an argument Gathering evidence to support an answer/position
– Examining documents, journals, diaries, artifacts, sites, art, quantitative data
Identifying the significance something Taking context into account Considering alternative accounts
– Comparing, contrasting, cross-referencing Making connections to one’s own life Analyzing, Applying, Synthesizing, Evaluating
A simple definition….
Students will use knowledge in new ways to create something
UNIQUE
and
ONE’S OWN
Apparent Understanding vs. Genuine Understanding
Fostering Critical Thinking
Learner centered instruction:
Problem Solving
and
Inquiry
Problem Solving Inquiry
Students are provided information and resources with which they must answer a question.
Students build their own base of knowledge in order to answer a question.
“Guided Discovery” “Constructivism”
What it looks like
What some call it
Problem Solving Inquiry
Absorb information
Use info
Answer Question
Acquire information
Use info
Answer Question
Process
Problem Solving Inquiry
Where do I find the information to provide?
How much information do I provide?
What are reliable sources?
How do I teach them to find useful information?
How do I teach kids to make the proper choices about information?
Challenges
Looking at your curriculum doc
When was the last time you looked at it? What are the headings? What do these categories suggest in terms of
what is valued? Where, if at all, is “critical thinking” reflected in
your document? Where is critical thinking reflected in your
classroom?
Re-introducing, Mr. Bloom
Knowledge Comprehension Application Analysis Synthesis Evaluation
Where critical thinking lives….